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Ann M. Brewer

Equity Strategies in Higher Education: Ways to Improve the Participation and Success of Under-Represented Students. Ann M. Brewer. Equity Groups: GO8 & non- GO8 Unis. DEEWR Appendix 2.3: All Domestic Students (a) by State, Institution and Equity Group, 2006.

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Ann M. Brewer

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  1. Equity Strategies in Higher Education:Ways to Improve the Participation and Success of Under-Represented Students. Ann M. Brewer

  2. Equity Groups: GO8 & non- GO8 Unis DEEWR Appendix 2.3: All Domestic Students (a) by State, Institution and Equity Group, 2006

  3. A parallel between equity participation and the social mobilisation of environmental sustainability

  4. A Parallel between Equity Participation and the Social Mobilisation of Environmental Sustainability • Mobilising action is effective when the issue impacts most people personally & significantly, otherwise people remain observers and “…, read about [environmental] changes 'with the impotent fascination with which [they] might watch a good disaster movie”(From Heat: How We Can Stop the Planet Burning Monbiot 2007, p ix)

  5. A two pronged strategy • Institutional: top-down through governments, institutions and based on evidence • Personal: grass root action in that individuals and households feel that they can make a difference through their own choices and decisions

  6. Convergence through a mutual framing[1] of the issues • Framing (as what is ‘in-frame’ or ‘out-of-frame’) • an analytical tool for linking together key elements of the event, such that one set of meanings rather than another is conveyed; • the development of AUQA brought various stakeholders together within a mutual social ‘frame’ of quality assurance [1]Based on Goffman’ s (1974) notion of frame.

  7. STRATEGY 1: A NATIONAL CAPABILITY DEVELOPMENT STRATEGY • Human Capital Council to frame and be accountable for the formation of a • National Capability Development Strategy and Agenda, • Mobilising an equity participation improvement program with real KPIs as well as intervention programs • Management of a prospective equity footprint and scheme (Strategy 3)

  8. STRATEGY 2: A COLLEGE CONCEPT for INTEGRATED PATHWAYS EDUCATION Two main components: 2. Lifelong Learning Non-award/Award 1. Pathway/Transition to University Qualifications • Tertiary • Pathways • HE Diploma • Ass Degree • U/G 3 CE CPD Secondary Pathways Foundation (open to local Students) ELICOS To provide access to learning without the pressure of engaging in formal or vocational education; access to award if required. To educate, support and guide students from middle school through to senior high school and articulation into University programs (that do not compete with the main University)

  9. STRATEGY 2: A COLLEGE CONCEPT Why the College Concept?

  10. What is Different about the College Concept? • Act as both a gateway (access and diversity) and a gatekeeper (quality assurance). • Purposely planned educational campus • High level of social acceptance of pathway students as equal members of the learning community - a prime condition. • Interconnected (rather than parallel) pathways, student progression tracks within and between them, nested qualifications, recognition of final award, as well as industry and professional destination options (not based on a single occupation). • Specific and broad learning outcomes

  11. Where To From Here? • Social Inclusion often perceived to impede/diminish strategic goals of higher education • Perceived threat: social inclusion will marginalise the pursuit of excellence in research intensive universities.

  12. Study one: A sample of the general population of Sydney • Sample: 501 residents of the wider Sydney community • Aim: was designed to investigate the impact of the College concept on the reputation and brand of the University of Sydney • Nearly 70% would choose to study at a college attached to a university with a high reputation if they did not achieve the direct entry score. • Almost 50% stated such an initiative would enhance their opinion of the university and 42% indicated that the college would not change their current opinion of the university, • 8% felt that such a college would diminish their opinion of the university due to a perceived profit-driven motive by a university (2/3), followed by potential lowering of standards (1/3) by having students in the college who had not achieved direct entry. • found such an initiative would do little to undermine the reputation and brand of the university & quite the reverse

  13. Study two: Senior secondary school students and parents • Sample: 800 high school students (Years 9,10 & 12) and parents • Aim: what more immediate consumers, might think about the College concept if USyd offered it as an alternative pathway • findings revealed a similar picture as Study (1) • Over 70% students and parents reacted positively to such an initiative, compared to the 7 percent who reacted negatively. • Parents and students welcomed an initiative that provided a “second chance” to enter into a highly desired, prestigious university. • A positive relationship between perceived reputation and brand awareness of the university • An belief that the university should “move with the times” & enhance its gateway to meet wider demands and expectations of the community for inclusive education.

  14. STRATEGY 3: ESTABLISH AN EQUITY FOOTPRINT • A measure of the impact a University’s educational activities have on social equity in terms of the amount of educational advancement of equity groups, measured by participation ratio of equity groups. • increase the equity footprint across all the educational sectors and institutions & not deny students from equity target groups access to the research intensive institutions. • Refine further the calculation of our total equity footprint in Higher Education • Determining appropriate measurement of investment and outcomes would be essential for such a scheme to be effective.

  15. Conclusion • Few incentives for universities to be proactive in areas of diversity beyond meeting EPIs. • 3 strategies: A human capital development scheme, a an integrated educational college concept and an equity footprint, credit and trading scheme. • An equity trading scheme is one strategy that could stimulate a proactive and innovative approach to this issue. • Any significant innovation in this area is only likely to be successful if it is well planned and implemented, and receives sustained high level support from government, industry and the universities, perhaps through a Human Capital Council.

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